This course provides a platform for authentic professional engagements with design industry and the general public. It involves a range of different engagement opportunities which may include real world projects spanning the Not-for-Profit sector, government organisations, university research institutes, StartUp enterprises and/or private organisations. The course provides students with a grounding in professional design practice, exploring practical and ethical aspects of professional design. It requires students to apply and extend their design knowledge and skills through engagement projects requiring adaptability, collaboration, professional and ethical conduct.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- engage with industry and the general public as an informed and ethical practitioner;
- produce innovative design solutions within the cultural and technical constraints of a particular context;
- develop practical and ethical design processes for collaborating with peers and the public;
- conduct research into design artefacts and processes, and apply findings to creative production; and
- document and critically reflect on design processes and outcomes.
Field Trips
If a field trip is scheduled, students will be informed early in the semester and will have
sufficient time to plan transport options (locations will be accessible via public transport).
Additional Course Costs
Students may incur additional costs as part of their individual project development. Costs will depend on the scale of the project.
OPTIONAL WORKSHOP FEE
Depending on your major and which workshop you may like to access as part of your chosen project, you may need to pay a workshop fee. Additionally, in order to produce
models (to scale or 1:1) will require you to purchase materials in accordance with the ANU Makerspace policy (what you pay for and make you keep). This Workshop Fee is for additional access to the workshop and use of equipment, tooling and consumable items during extra hours. It is not essential to course completion.
Payment of the Workshop Fee is optional, but if a student chooses not to pay it, access to the workshops outside of stated course hours is not allowed.
Recommended Resources
Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Staff Feedback
Students will be given feedback in the following forms in this course:
- verbal feedback and consultations
- class group critiques
- formal assessment feedback
- students are encouraged to seek additional feedback throughout the semester
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction, course overview, & review of assessment itemsIntroduction to Collaborative tools. | |
| 2 | Lecture. Group formation | Group formation and contract |
| 3 | Lecture & design studio activities. Project Research | |
| 4 | Lecture & design studio activities. Formative lightning presentations - design approach/ method/s. | In-class lightning presentations - design approach/method/s. Formative assessment design presentation including peer feedback |
| 5 | Lecture & design studio activities. Consultations (feedback) and project development. | |
| 6 | Design research & creative direction presentations (Assessment 1) | In-class presentation and Wattle submission: Assessment Task 1 |
| 7 | Lecture & design studio activities. Consultations (feedback) and project development. | |
| 8 | Lecture & design studio activities.Group work and project development. | |
| 9 | Design studio activities & design development. Formative lightning presentations - group progress. | In-class lightning presentations - group progress. Formative assessment design presentation including peer feedback |
| 10 | Design studio activities & design development. Consultations (feedback) and project development. | |
| 11 | Design studio activities & design development. Consultations (feedback) and project development. | |
| 12 | Design presentations (Assessment 2). | In-class presentation and Wattle submission: Assessment Task 2. |
| 13 | No class | Wattle submission: Assessment 3 |
Tutorial Registration
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.Assessment Summary
| Assessment task | Value | Due Date | Learning Outcomes |
|---|---|---|---|
| Design Research and Creative Direction | 30 % | 02/09/2022 | 1,2,3,4,5 |
| Design Project: Industry Engagement | 40 % | 28/10/2022 | 1,2,3,4,5 |
| Portfolio | 30 % | 04/11/2022 | 2,5 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
Design Research and Creative Direction
Summary:
Working in groups, students will select a real world design opportunity from a pool of client- initiated projects shared during class. Groups will coordinate and prepare a design research presentation based on an industry-inspired opportunity or challenge. Contemporary design practice methods will form the basis of the design approach. Real world projects will span Not-for-Profit, Government organisations, university research institutes, StartUp enterprises and/or private organisations. Groups will present their research and will include 3 x design concepts, that have the potential to be developed further (interim comments and feedback gathered from industry partner/s can be used to illustrate and/or justify a particular project direction).
This assessment will include peer evaluation to ensure each group member contributed equally to the project (if not, marks will be adjusted accordingly). Collaboration will be based on evidence and observation of the group dynamic throughout the semester. Information regarding peer evaluation and group documentation methods will be provided during class. Students are expected to maintain upmost professionalism when working with each other, university staff and external stakeholders.
*WH&S protocols must be followed, field trips (off-site) will need to be approved.
Week 4 Assessment Presentation (Formative):
5 minute group lightning presentation.
Each lightning talk will focus on a contemporary design approach and a contemporary method relevant to the group's project aims (and interests), and include:
- Identification and explanation of the design approach/methodology/s (e.g., Human-Centred Design) and design method/s (e.g., Behavioural Mapping, Observation, Interviews)
- Exemplar/s (at least 1) of how the method/s have been applied in practice
- Key insights / points of connection with the group's own work (and/or critical responses)
Lightning talks should be no more than 5 slides in length. All talks will be collected and will form a shared resource for the class, to aid the design research component of the first assessment item. Participation is assessable (formative) with all students required to arrive at the start of scheduled class. Each group member is individually responsible for submitting a copy of the group presentation including relevant resources and supporting material on Wattle as part of Assessment 1 in week 6.
Week 6 Assessment Presentation (Formal):
10 minute group presentation in class followed by questions and discussion.
Presentations will include an overview of the groups':
- design research (client, context, group dynamic, project frame, design research, design methods, project plan, aims & objectives)
- creative direction (3 x design concepts).
Present your work including your research and minimum of 3 design concepts in class in week 6. It is important to include evidence of the design process throughout the semester. Students are encouraged to explore creative ways of presenting their design research and design concepts (x3), with experimentation with multiple media encouraged. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations.
Online Submission Requirements: Submit your group work including research and visual materials to the submission point on Wattle prior to commencement of week 6 scheduled class. Also include your Week 4 group presentation. Each group member is individually responsible for submitting a copy of the Week 4 and Week 6 group presentations including relevant resources and supporting material on Wattle. Submit as a single combined group PDF.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment in Group Tasks (where applicable). Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Development and articulation of design problems and innovative design solutions within the cultural and technical constraints of a particular context, and exploration of methods and materials through creative practice. (30%) Learning Outcomes: LO2 | Exemplary design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Exploration of the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Exploration of the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Effective level of design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is adequate and presents an attempt to explore methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
Design Project: Industry Engagement
Summary:
Building on the work prepared for Assessment item 1, Design Project: Industry Engagement will culminate in the submission of a high quality professional design presentation that includes a rigorous articulation and illustration of the final design response, and a design rationale (a justification of relevant design decisions). This process will involve peer, industry and staff critique (where relevant). Accompanying the final presentation, your group will submit a copy of the design process. This will include research methods, tools applied and associated critique/justification of methods selected, concept development (ideation/idea development) and a high-fidelity design outcome (prototype). Note: the design process, ideation development and final design prototype may include but not be limited to: sketches, low-fi mock-ups, high-fidelity outcomes, wireframes, CAD models, 3D prints, printed boards, videos, sound and or other prototyping techniques.
This submission will include peer evaluation to ensure each group member contributed equally to the project (if not, marks will be adjusted accordingly). Collaboration will be based on evidence and observation of the group dynamic throughout the semester. Information regarding peer evaluation and group documentation methods will be provided during class. Students are expected to maintain upmost professionalism when working with each other, university staff and external stakeholders.
*WH&S protocols must be followed, field trips (off-site) will need to be approved.
Week 9 Assessment Presentation (Formative):
5 minute group lightning presentation. Each lightning talk will discuss the group progress to date.
Lightning talks should be no more than 5 slides in length. Participation is assessable (formative) with all students required to arrive at the start of scheduled class. Each group member is individually responsible for submitting a copy of the group presentation including relevant resources and supporting material on Wattle as part of Assessment 2 in week 12.
Week 12 Assessment Presentation (Formal):
10 minute group presentation followed by questions & discussion. Presentations will include an overview of the groups:
- design context & associated research (summation of client expectations, group dynamic, constraints, design process / methods /aims/objectives etc);
- design outcome (1 x design) that is technically & aesthetically resolved (incl. details & clarification surrounding context of use /market /user group etc).
Present your work including your context, research and design outcome in class in week 12. It is important to include evidence of the design process throughout the semester. Students are encouraged to explore creative ways of presenting their design research and design outcome, with experimentation with multiple media encouraged. Participation is assessable (summative) with students required to arrive at the start of scheduled class/presentations.
Online Submission Requirements: Submit your group work including research and visual materials to the submission point on Wattle prior to commencement of week 12 scheduled class. Also include your Week 9 group lightning presentation. Each group member is individually responsible for submitting a copy of the Week 9 and Week 12 group presentations including relevant resources and supporting material on Wattle. Submit as a single combined group PDF.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment in Group Tasks (where applicable). Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Development and articulation of design problems and innovative design solutions within the cultural and technical constraints of a particular context, and exploration of methods and materials through creative practice. (10%) Learning Outcomes: LO2 | Exemplary design development and clear alignment of the design problems, concepts, and processes. Refined alignment is articulated in verbal justifications and evidenced in the visual outcome. Exploration of the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of design development and clear alignment of the design problems, concepts, processes. Strong alignment is articulated in the verbal justifications and evidenced in the visual outcome. Exploration of the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Effective level of design development and clear alignment of the design problems, concepts, processes. Clear alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is adequate and presents an attempt to explore methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is articulated in the verbal justification and evidenced in the visual outcome. Exploration of the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Assessment Task 3
Learning Outcomes: 2,5
Portfolio
Summary:
Developing a portfolio of work is central to professional development. This should reflect your progression throughout your ANU studies. Compile, design, and present an online portfolio of work reflecting design process, development, and documentation throughout your program/s using a website builder (e.g. Squarespace, Wix, Weebly) or any other platform of choice that is publicly accessible. The content of the portfolio will be individual and discussed in further detail in class. The portfolio is to be presented as industry ready, for inclusion in the end of year graduate exhibition and/or for industry presentation. Include:
- Online Portfolio of work
- Curriculum Vitae (CV) linked to your online portfolio and in PDF format.
- Professional LinkedIn profile linked to your online portfolio.
Online Submission Requirements:
Submit your individual work to the submission point on Wattle on the tutorial day of Week 13. Please note there is no scheduled class.
Submit a link to your online portfolio of works, a link to your LinkedIn page, and a PDF copy of your CV.
Important Note: Ensure that your online portfolio is publicly accessible for grading.
Estimated return date: Marks will be resolved within two weeks
Assessment Criteria: Individual Assessment. Refer to Rubric
Rubric
| HIGH DISTINCTION (80-100) | DISTINCTION (70-79) | CREDIT (60-69) | PASS (50-59) | UNSATISFACTORY (0-49) | |
|---|---|---|---|---|---|
Design Process & Conceptual Development: Development and articulation of design problems and innovative design solutions within the cultural and technical constraints of a particular context, and exploration of methods and materials through creative practice. (30%) Learning Outcomes: LO2 | Exemplary design development and clear alignment of the design problems, concepts, and processes. Refined alignment is evidenced in the visual outcome. Exploration of the design process is highly diverse and presents an exemplary exploration of multiple methods and materials. Exploration is evidenced through significant iterative sketches and variations. | High level of design development and clear alignment of the design problems, concepts, processes. Strong alignment is evidenced in the visual outcome. Exploration of the design process is diverse and presents a high level of exploration of multiple methods and materials. Exploration is evidenced through numerous iterative sketches and variations. | Effective level of design development and clear alignment of the design problems, concepts, processes. Clear alignment is evidenced in the visual outcome. Exploration of the design process is evident and presents a good level of exploration of multiple methods and materials. Exploration is evidenced through inclusion of multiple iterative sketches and variations. | Satisfactory level of design development and alignment of the design problems, concepts, processes. Moderate alignment is evidenced in the visual outcome. Exploration of the design process is adequate and presents an attempt to explore methods and materials. Exploration is evidenced through inclusion of iterative sketches and variations. | Limited level of design development. Lack of alignment of the design problems, concepts, processes. Insufficient alignment is evidenced in the visual outcome. Exploration of the design process is limited or inadequate in exploring methods and materials. Insufficient or no evidence of inclusion of iterative sketches and variations. |
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
Online Submission
Submission requirements will be detailed on Wattle. You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records.
Hardcopy Submission
Where appropriate, creative work assessment to be submitted directly to the lecturer on the due date. Assessments must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.
Referencing Requirements
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Returning Assignments
Students will take works with them following assessment.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Dr Naomi Hay
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Instructor
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Dr Naomi Hay
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